Substantive Change Proposal. Rio Hondo College 3600 Workman Mill Road Whittier, CA 90601

Transcription

1 Substantive Change Proposal By Rio Hondo College 3600 Workman Mill Road Whittier, CA Submission Date: February 19,2010 Prepared by: Kats Gustafson, Dean, Library and Student Learning Support Fran Cumnlings, Curriculum Chair Shin Liu, Virtual College Faculty Coordinator 1

2 Approval to Submit Substantive Change Proposal for Rio Hondo College in Accordance to Accrediting Commission for Community and Junior College's Substantive Change Policy January 13,2010 Ted Martinez, Jr., Ph.D. SuperintendentlPresident Angela Acosta-Salazar President, Board of Trustees 2

3 Table of Contents CoverlPage 1 Board Approval for Submission 2 Table of Contents 3 Substantive Change Proposal 3 A. Brief Description and Rationale for Proposed Change 3 B. Description, New Program 5 C. Description of the Planning Process 5 D. Evidence ofnecessary Resources and Processes 5 E. Evidence of Necessary Approvals 7 F. Evidence of Eligibility Requirement Fulfillment 7 G. Accreditation Standards 14 Narrative of Considerations for Distance Learning Programs 19 Appendix A (VC Proposal) Appendix B (VC Budget) Appendix C (Traditional v. Online) Appendix D (Organizational Chart) Appendix E (Inventory of Online Courses) Appendix F (Annual Unit Plan) Appendix G (Catalog, page 20) Appendix H (Curriculum Forms) Appendix J (Online Statistics) Appendix L (Board Minutes, 1113/1 0) Appendix M (VC Enrollment) Appendix N (Online Class Schedule) 3

4 A. BRIEF DESCRIPTION AND RATIONALE FOR PROPOSED CHANGE Rio Hondo began offering their first online courses in Through a state grant, the Virtual College was developed. At the expiration ofthe grant in June 2005, a proposal (Appendix A-VC Proposal) was written to support continued funding ofthe program. In November 2005, the Virtual College was institutionalized, having college general funds allocated to its continuance (Appendix B-VC Budget). The Rio Hondo Virtual College has thrived over the years, as the College expanded the online offerings and increased the number ofstudents served. Rio Hondo College underwent an institutional self-study in It became apparent during that study that "courses constituting 50% or more ofa program are offered at a distance" at Rio Hondo and that a SUbstantive Change Proposal was warranted. While the proposal is being submitted at this time, the College has always followed the guidelines contained within the ACCJC Distance Learning Manual. Offering courses online supports the mission ofrio Hondo College which is to be a "collaborative center oflifelong learning which provides innovative, challenging, and quality educational offerings for its diverse students and community." Providing online courses to our students is just one way to meet the need ofour diverse population. As a community college, many ofour students are working adults and our online program permits such students to progress in their studies while also meeting the demands ofboth work and family. Consistent with this assertion is the finding that approximately 63% of students enrolled in online general education courses are also taking course on campus (Appendix C-Traditional v. Online). Thus, our online program is serving the students who are physically located in our community and permitting such students to take more 4

5 units with less time on campus. As the College is currently involved in large-scale construction projects as the result ofthe passage ofa bond in 2004, the convenience of the online program has become even more attractive. While the increase in online offerings is technically a change, it is more accurately described as a new option that is more readily available to all students. Rio Hondo's online program has typically served our native students, and we predict that it will continue to do so; It is also hoped that at some point in the future students who are not able to attend on-campus courses due to personal circumstances and lor physical limitations will be able to complete a degree online. Thus, this additional mode of delivery allows us to better serve our community while being innovative and maintaining quality educational offerings. B. DESCRIPTION, NEW PROGRAM This is not a new program. C. DESCRIPTION OF THE PLANNING PROCESS As explained, the growth ofrio Hondo College's online program has been an organic one, with the institution making the commitment to "institutionalize" this component ofthe College's offerings in Throughout the existence ofthe Virtual College, the Virtual College Advisory Committee, a sub-committee ofthe Academic Senate, has guided its progress (Appendix D-Organizational Chart). In response to the growing demand to offer a degree online, the College has moved toward that direction. Eleven (11) (Appendix E-Inventory ofonline Courses) degrees as well as the College's general education requirements now have 50% or more ofthe required coursework 5

6 available online. The increased online offerings have allowed the College to meet the learning needs ofits changing population as stated in the College Vision Statement: Rio Hondo College strives to be an exemplary California community college, meeting the learning needs ofits changing and growing population and developing a state-of -the-art campus to serve future generations. D. EVIDENCE OF NECESSARY RESOURCES AND PROCESSES Since 2005, the Virtual College has been operating as an independent cost center with an operating budget of$321,757 which includes funds for staff, supplies, faculty stipends, and licensing fees. Funds are allocated to the Virtual College from the College's general fund as are all non-categorical programs (Appendix B). As a separate cost center, the Virtual College is required to participate in the College's planning processes (Appendix F Annual Unit Plan). The College, in cooperation with the Academic Senate, has established a Virtual College Faculty coordinator. The Coordinator has a 40% reassignment to carry out the Virtual College's objectives and goals. The goals are set in consultation with the Virtual College Advisory Committee (a sub-committee ofthe Academic Senate) made up of faculty representatives from each division. The Committee also provides recommendations and feedback on training, pedagogical concerns, quality assurances, an technical resources. All faculty who teach online are recommended to participate in the. appropriate technical and pedagogical training provided by the Virtual College. The Virtual College employ~ two instructional assistants: one full-time and the other part-time at 75%. Together, the instructional assistants provide both faculty and students with technical assistance for the online courses. The Coordinator and two 6

7 instructional assistants help faculty plan, develop, implement, maintain, and improve online courses. The Virtual College office located in the newly built Learning Resource Center, includes a training room and office space for staff. All online courses must go through the curriculum approval process. The process includes submitting content, advisories, course objectives, student learning outcomes, and ensuring that the course design meets ADA Section 508 standards. The College employs an alternate media specialist who ensures and verifies that all online courses are Section 508 compliant before they are submitted to the Curriculum Committee. All online students have access to online student services including counseling and library resources. Students may apply to the College online as well as register for classes online. The Virtual College has a website that students (and faculty) may access with links to the various online services available ( All students have access to computers on campus. There are over 200 computers located in the Learning Assistance Center, Library, and Business Lab where students may access their online courses. E. EVIDENCE OF NECESSARY APPROVALS The Rio Hondo Community College District's Board oftrustees has approved the Substantive Change Proposal at their regularly scheduled meeting on January 13, 2011 for submission to ACCJ C. F. EVIDENCE OF ELIGIBILITY REQUIREMENT FULFILLMENT 1. AUTHORITY Rio Hondo College is authorized to operate as an educational institution and to.. award degrees by the State ofcalifornia (ref. California Code ofregulations, Title 5, 7

8 Division 6). The development and offering ofonline courses falls within the scope of this authority (ref. California Code ofregulations, Title 5, Division 6, Chapter 6, Subchapter 2, Article 3, & seq.). 2. MISSION The mission ofrio Hondo College is to be a collaborative center oflifelong learning which provides innovative, challenging, and quality educational offerings for its diverse students and community. 3. GOVERNING BOARD Rio Hondo College is a single college district governed by a five-member Board oftrustees. Each Trustee is elected from specific areas within the district. Each year, the student body elects a student representative to the Board. This student representative or Student Trustee, serves as an advisory-voting member during the school year. The board's oversight ofthe Virtual College is the same as for any other entity on campus. They approve the College's adopted budget which includes the Virtual College funding. 4. CHIEF EXECUTIVE OFFICER The Superintendent/President ofrio Hondo College is Dr. Ted Martinez, Jr. The president's cabinet includes a Vice President ofacademic Affairs, Vice President of Student Services, and a Vice President ofadministrative Services. The values expressed by the president in the decision making process are: 1. Quality teaching and learning 2. Student access and success 3. Diversity and equity 4. Fiscal responsibility 8

9 Offering online courses and programs improves access for Rio Hondo's diverse student population and community. 5. ADMINISTRATIVE CAPACITY There is sufficient administrative capacity at the College to provide support for the distance learning program. There are seven instructional deans, one ofwhich is the Dean oflibrary and Instructional Support. The Dean, Library and Instructional Support oversee the staff and operation ofthe Virtual College and serves as a permanent member ofthe Curriculum Committee. 6. OPERATIONAL STATUS Rio Hondo College has remained in continuous operations, offering degree and certificate programs since Online offerings represent an alternate mode ofdelivery for already existing courses and programs. 7. DEGREES The College offers associate degrees (AS. and AA) and certificates to serve the needs ofits students and community. Any courses completed via distance education to fulfill degree andlor certificate requirements are the same as those currently offered on campus. 8. EDUCATIONAL PROGRAMS Degree programs offered at Rio Hondo support the mission ofthe College by offering students a variety ofhigh-quality educational opportunities. These degree programs include a variety ofrecognized higher education fields, are ofsufficient content and length, and require at least two academic years to complete. 9. ACADEMIC CREDIT 9

10 Academic standards for awarding ofcredit are outlined in the Rio Hondo College catalog (Appendix G-Catalog page 20) and are governed by statutory requirements. The awarding of credit for online courses is the same as credit awarded for on-campus classes. 10. STUDENT LEARNING AND ACHIEVEMENT Courses offered via distance education must meet the same standards as face-toface courses in regard to establishing and assessing student learning objectives (SLO). All courses must have SLO's and assessment rubrics that are housed with the course outline ofrecord in the Student Learning Support Office. Under the guidance ofthe SLO Committee, the campus is currently developing outcomes, assessments for programs, and institutional goals. 11. GENERAL EDUCATION General education courses at Rio Hondo College have the required breadth to promote intellectual inquiry and serve as an introduction to major areas ofknowledge. The quality and rigor ofthese courses, whether face-to-face or online, is consistent with the academic standards appropriate to higher education. The College now offers more than 50% ofits general education requirements online. Students are now able to complete more than 50% ofthe coursework for 11 different degrees online. 12. ACADEMIC FREEDOM Since the courses offered online are equivalent to those taught on campus in all regards based on our curriculum process for approval to offer a course online, academic freedom is equivalent to academic freedom for all courses on campus. 13. FACULTY 10

11 Faculty have been involved with the Virtual College from its inception. Thereis faculty representation on the Virtual College Advisory Committee. In addition, the Virtual College Faculty Coordinator makes regular reports to the Academic Senate. Faculty are offered various scheduled technical and pedagogical training throughout the year, both online and in.person. In addition, one-on-one training and assistance is readily available from the Virtual College staff. All faculty teaching online must meet the same minimum qualifications required by the discipline. 14. STUDENT SERVICES The college has had an online counseling component to the Virtual College since the online program began. Students may access an online counselor by going to: Students may ask questions or receive advice from the qualified counselors. Student assistance is also available through the Virtual College staff via telephone. 15. ADMISSIONS Students have the ability to apply and register online. Students may view the schedule of classes and college catalog online. A student need not come to the campus in order to complete the admissions process. 16. INFORMATION AND LEARNING RESOURCES Library resources are readily available to online students. Students have 2417 access to the library catalog and databases. Students may either call the librarian at the Referenc.eD.e~~ or chat with a librarian. Access hours are restricted to the hours of operation ofthe library, however, a student may the librarian after hours and will 11

12 receive a response the nextday. Online tutorials onusing the library web resources are available on the library website at: FINANCIAL RESOURCES The College has an adequate budget to fund the Virtual College and has done so since College funding, like all California community colleges, comes from State revenues. A tentative College budget is prepared in June and presented to the Board of Trustees. The adopted budget usually takes place in September. A 5% contingency reserve is kept as required by the Board and in accordance with state law. 18. FINANCIAL ACCOUNTABILITY The Virtual College has the same fiscal accountability as any other cost center. As with all other budgets, the College reviews expenditures on a systematic basis while the account holders ensure that expenditures are made in accordance with board policy, GAAP, and other agencies that govern the institution's accounting practices and procedures. 19. INSTITUTIONAL PLANNING AND EVALUATION The Virtual College was developed as a result ofthe vision of Superintendent/President Dr. Jess Carreon in the summer of Dr. Carreon assigned the new initiative to Dr. Andy Howard, faculty member, Dr. Lyla Eddington, Dean, educational Program Development, and Dr. Ding Jo Currie, Vice President ofeconomic and Community Development. They assembled a Virtual College Steering Committee by calling together all the stakeholders for an organizational meeting in September, As a new initiative, members ofthe steering committee participated in staffdevelopment activities in order to better understand online education and to establish the infrastructure 12

13 for thevirtual College. The initial goal was to develop a Virtual College comprised of in.dividual courses in the areas ofpublic Safety, Health Science, Environmental Technology, and Teacher Training as well as an associate of arts/science degree in Environmental Technology, International Business, and Public Safety. The implementation plan for the Virtual College was based on a questionnaire distributed to the stakeholders. Issues thatneeded to be addressed were grouped into three priority lists and an action plan was developed. Project staff assumed the responsibility for addressing each ofthe issues identified. During the Summer, 1997, a small cohort offaculty were trained in the use ofa course management system called Topclass. During the fall 1997, ECON 102 (principles ofmicroeconomics) and various Administration ofjustice, Corrections, and Police Academy courses were piloted. The diversity ofcourse offerings expanded somewhat in the spring 1998 semester to in.clude HUMAN 135 (The World We Live In), ECON 101 (Principles ofmacroeconomics), and two sections ofengl 101 (Approaches to Writing, i.e., English Composition). There were a total of21 different courses with a student count of322 students. Six years later, during spring 2004, there were 77 different courses with 5,403 students-over 15 times more students than at the inception ofthe program. The success ofthe initial efforts at establishing a Virtual College emulates from being awarded a five-year grant from the State Chancellor's Office for California Community Colleges, establishing Rio Hondo College as a California Virtual Campus (CVC).Region II. The CVC grant paid for a faculty coordinator, faculty trainer, web master, web designer, and clerical support staff. In addition, funds were allocated to develop an online counseling component. Simultaneously, Rio Hondo College made an 13

14 initial investment in computer hardware and software and set aside $71,000 ofdistrict funds to support the Virtual College cost center. These dollars allowed stipends to be awarded to faculty who were willing to develop courses to be delivered via the Internet. A portion ofthe stipend was paid at the completion ofthe development ofthe course and the remainder paid upon offering the course online. The initial project administration attributed the success ofthe development ofthe Virtual College on the availability of stipends for faculty and support staff. The Virtual College continued to benefit from state funds and changed in size and structure as the amount dollars allocated by the state declined. fu fa112005, Rio Hondo assumed full responsibility for the funding ofthe Virtual College, allocating a budget from general funds. The allocation provided for staffing, release time for a faculty coordinator, and sufficient funds for the licensing of the course management system. Although the Virtual College does not evaluate the courses taught online, online instructors are evaluated according to the faculty contract. 21. PUBLIC INFORMATION The College makes available information on the online course offering in the printed and online schedules. The schedule ofclasses has two pages that are dedicated to our online program. An overview ofthe program is contained within the college catalog. The Virtual College also maintains a web presence at: RELATIONS WITH THE ACCREDITING COMMISSION The College is an accredited college and follows the guidelines ofthe Accrediting Commission for Community and Junior Colleges. The College underwent a Self-Study 14

15 in October The College was put on "warning" and deficits were addressed in November 2009 during a site visit by the Accreditation Team. The results ofthe team. visit have not been publicized as ofthis writing. G. ACCREDITATION STANDARDS Accreditation standards will be fulfilled related to this change. All courses taught online at Rio Hondo are considered a different mode ofdelivery. All online courses use the same outline and content as face-to-face courses and meet the same rigor. In addition, the state ofcalifornia requires that an additional level ofscrutiny be applied to our online offerings through our curriculum processes and have locally established a process that ensures the accessibility ofone courses (Appendix H-Curriculum Forms). Standard I: Institutional Mission and Effectiveness The online offerings are in line with the institution's mission statement by providing quality educational offerings for its diverse students and community. The increase in the online offerings has addressed students' needs for better access to education that fit their schedules. Standard II: Student Learning Programs and Services All students, whether they take courses online or face-to-face, have the same access to student support services including the library, counseling, admissions and records, and financial aid. Online tutorials are also available for students to access in learning to use the library resources. Counselors and Librarians are also available via online services. Standard III: Resources 15

16 The College has provided staffto assist both faculty and students in the Virtual College. Training in technical and pedagogical considerations for the online environment are provided to faculty on a regular basis. Online students may call in for technical assistance. In addition, students may also access their online course on campus using over 200 student access computers. The College's Information Technology Services has developed plans for the replacement of equipment (Appendix K-IT Plan). The College has permanently allocated operating funds for the Virtual College in its overall budget. The Virtual College is an independent cost center that is overseen by the Dean, Library and Student Learning Support. Standard IV: Leadership and Governance The Virtual College is overseen by the Dean, Library and Student Learning Support. The Virtual College Advisory Committee helps to develop goals and objectives in order to guide the online program. The Virtual. College Advisory Committee is a subcommittee ofthe Academic Senate. The Virtual College Faculty Coordinator serves as a liaison between the Academic Senate and College administration. In shared governance, the constituent groups are able to move the online program forward toward educational excellence. H. OTHER INFORMATION-NEW INSTRUCTIONAL DELIVERY MODE Description ofthe analysis undertaken to determine need for the new instructional delivery mode: The distance education program at Rio Hondo grew over the years. As the enrollments in online courses have increased, the College has responded by also increasing its offerings. A more detailed look at enrollments is 16

17 included in Appendix J-Online Statistics. The average enrollment is about two enrollments per student per semester. Evidence ofofficial approval by the Governing Board: The Rio Hondo Community College District Board oftrustees approved the Substantive Change Proposal at their board meeting on January 13, 2010 (Appendix L-Board Minutes). Evidence of sufficient fiscal and physical resources to initiate and maintain the new delivery mode: The Virtual College has been in existence since 1997 and has been funded as a regularly funded cost center since In 2009, the Virtual College moved into its new spaces located in the newly built Learning Resource Center. The Virtual College, in addition to office space for permanent staff, has a training room that is equipped with computers and development software. The annual budget for the Virtual College is $321,757 and increases for software licensing are adjusted accordingly (Appendix B-VC Budget). Evidence that delivery systems and modes ofinstruction are designed to and do in fact meet student need: The Virtual College Faculty Coordinator is trained in the use ofthe course management system (Blackboard). The Coordinator's skills are updated on an annual basis. The instructional assistants help students with their technical issues and are able to make nec.essary changes to formatting when the need arises. Description ofhow satisfaction ofthe need will be assessed: The College is not at the point ofoffering a degree fully online. Before it does, a survey will be administered to determine student need for such a program. In addition, as part of 17

18 the faculty evaluation process, students are asked to fill out a survey to detennine overall effectiveness. In the current academic year, the Virtual College Advisory Committee will revisit the survey and make recommendations to the Academic Senate on survey questions that speak specifically to online learning.. Description ofhow effectiveness ofthe delivery mode will be assessed; how the delivery mode will be reviewed compared with other delivery modes: Comparison data have been reviewed throughout the history ofdistance education at Rio Hondo. Success rates for online courses were much lower during the beginning stages ofdistance education. From 2001 to 2006, success rates evened out and in some cases were even better than face-to-face courses. During the last three years, there has been a slight difference in success rates between face-toface courses and online courses. There is a large discrepancy between the two modes that have emerged during the summer and intersession tenris.students taking online courses are 10 points less successful than those who attend face-toface classes. During the regular terms, however, students show greater success in the online courses (Appendix J-Online Statistics). Description of student and faculty support for the mode ofdelivery: The increase in enrollment and in online course offerings show a positive reception to the online program at Rio Hondo. Online courses make up about 14% ofthe total enrollment. Almost one third ofall students are also enrolled in a web-enhanced course. Hybrid, online, and web-enhanced courses account for almost 30% ofall enrollments at Rio Hondo (Appendix M-VC Spring 09). The Virtual College Advisory Committee, made up of faculty and administrators with student 18

19 representation, is a sub-committee ofthe Academic Senate. Virtual College staff also attend meetings to report on specific technical problems encountered by both faculty and students. Plan for equipment acquisition and maintenance: The Virtual College just moved into a new space in the recently built Learning Resource Center. Repl~cement of equipment is included in the Information Technology Services Plan (Appendix K). Description of faculty training needed and implemented: The Virtual College Faculty Coordinator develops and implements workshops that address pedagogical and technical concerns by faculty. The Virtual College staff also provides additional technical assistance to both facu1ty and students. Software training to enhance distance education courses such as Respondus, MakeQUIZ, Robodemo, and Camtasia are also offered to faculty on a semesterly basis. Description ofhow mode is considered in curriculum development process: Prior to a course being taught online, it is submitted to the Curriculum Committee to ensure that the course outline ofrecord will be adhered to and that the course is ADA, Section 508 compliant. The course web content is reviewed by the alternate media specialist (Appendix H). Evaluation ofmarketing efforts and evidence oftheir integrity: Marketing efforts have been through the College website and class schedules. Evaluation ofinformation provided to students regarding the new delivery mode: Information is provided to students via our schedule, website, and catalog. The College website serves as the main vehicle for information concerning online 19

20 offerings including hybrid courses. A section in the class schedule is dedicated to infonning students on how to access an online course, orientation infonnation, and technical requirements. As students call into the Help Desk at the Virtual College, infonnation is incorporated into the FAQ (Frequently Asked Questions) page (Appendix N-VCClass Schedule). Description ofcollege accommodations for any requirements that students in distance learning courses come to campus: Students may enroll in Rio Hondo via the Internet. Students will receive confinnation oftheir enrollment sent via as we as registration dates and infonnation. Online orientations are available as well as instructions on how to access courses. Students need not come to campus, however, if they prefer, they may attend an in-person orientation (Appendix N VC Class Schedule). CONSIDERATIONS FOR DISTANCE LEARNING PROGRAMS: The Virtual College's growth is clear from the charts in Appendix J. Since spring 1998, the number ofnew courses offered online has increased from 102 to 311 courses in The total number ofsections offered has increased from 112 in to 659 in The number ofstudents enrolling in online courses has increased even more dramatically from 1,093 students in to 12,302 students in The number ofonline registration is now averaging a little over two online courses per student. Similarly, the number offaculty trained and currently teaching one courses has increased as the delivery mode becomes increasingly popular with students. Of even more importance than the growth ofthe program is the success that students find in arionline program. For the purpose ofthis report, success is defined as 20

21 the ratio ofthe number ofstudents earning an A~ B, C, CR or P to the number of students who were enrolled in a section after the first census date. Retention is the ratio ofthe number ofstudents who receive a grade (A~ B, C, D, F, CR or P, NC, or NP~ or I) to the number ofstudents enrolled past census date. The last measure is completion and the definition being used is the ratio ofstudents who stayed in the course from beginning to end, and the number of students who began the course. With respect to success, the College has seen an improvement from the early years ofthe online program. In comparing success from fall 1998 to present, the average for all courses for fall, spring, and summer online class is 57.35% (without intersession figures) compared to 62.5% for face-to-face classes. However, ifwe omit the,beginning years ofthe program ( ), the average success rates for online versus face-toface were surprisingly close (fall: 57.8% v 57.5% and spring: 57.6% v. 56.6%, respectively). When comparing similar online courses to face-to-face courses, the overall retention rate for online is higher (89.6 versus 75.8) while the overall success rate is lower (57.2 versus 71.8). From the charts in Appendix J, it is clear that there is little difference in retention and complete rates since the inception ofthe online program. In addition, the complete rateover the years has hovered around 71.8% for online courses and around 78.5% for face-to-face courses. The online retention rate has averaged 79.4% since the academic year and 80.8% average for face-to-face courses. With the change to Banner, the new student record information system in fall 2009, students apply for admission and register for classes via the Internet. Students are able to access their records, request transcripts and fill out graduation applications online. 21

22 As mentioned earlier, student have had access to online counseling since the inception of the online program. The Virtual College provides on site orientations for online students at the beginning ofeach term (including summer). Online orientations are also available to students. Students may contact tp.e Virtual college via or phone or in~person. Faculty are offered various scheduled technical and pedagogical training throughout the year. In addition, one-on~one training and assistance is readily available from the Virtual College support staff. Library resources and financial aid information are available online via the College website at The Virtual college Advisory Committee helps to ensure instructional quality and integrity in online offerings as does.. the Curriculum Committee. Rio Hondo's online program has progressed and will continue to provide students with quality and accessible education. 22